Teaching is the core activity of school and the learning of students is our goal. Learning that is characterized by enthusiasm for discovery, motivation and perseverance and that also imparts lasting knowledge, skills and knowledge in the long term only takes place if the learning is experienced as meaningful by students. In order to maintain this perception of expediency on a daily basis, we need a teaching culture in which it goes without saying that teachers tell their students what they can learn during each lesson; what exactly the subject of the lesson is; why that for them
important is.

Student orientation
Consistent student orientation in the classroom is not just a buzzword for us. We think that if we don't really focus the lessons consistently on the students, that means teaching above their heads would also mean not really taking them seriously as learning individuals. The consequences of teaching that goes over the heads and does not really take pupils' needs and abilities really seriously can be observed everywhere: children and adolescents are increasingly refusing to learn, even though they are often able to achieve astonishing have a treasure trove of individual knowledge, experience and skills, which is sometimes astonishing.

At Mentora-Gymnasium, consistent student orientation means taking students seriously! To be taken seriously in their interests, wishes and ideas. Take your needs seriously, learn something meaningful, and be aware of the fact that there is already plenty of knowledge and skills in every classroom. Linking to existing competencies is perhaps the most important aspect of a lesson that makes consistent student orientation the linchpin of lesson planning and its design.

Consistent pupil orientation also means to perceive the different needs and different performance requirements within a class association through offers and possibilities of internal differentiation. This also means meeting the different learning requirements of the students and drawing conclusions from the knowledge that there are framework conditions under which students learn better.

Framework curriculum, lesson table and lesson design
We teach according to the Berlin master curriculum, orient ourselves on the Berlin hourly table for the high school and design the lessons using:

diversity of methods This does not mean that something new has to be started all the time, but that teaching is not always the same. Even group work can get boring if you end up with only one poster.
Individual and
That means: everyone must be able to practice according to their abilities and skills. If you already know something, you might be able to help someone else. If you can't do something at all, you have to start from scratch. From this perspective, it doesn't make sense to give all students the same task.
Clarity of content If the lessons are well planned in terms of structure - where do we come from and where do we want to go - this gives the students a certain security and they can follow the lessons well.
Tasks must therefore always be formulated clearly and understandably.
Clearer and
Performance expectation
Fair and swift feedback is important. However, it is better to explain to the students in advance what is expected for each task and how this goal can be achieved.
Meaningful end
Students can be involved in the planning to a certain extent. You can learn a good conversation culture, which overlaps with the positive learning atmosphere.